M.A.T. Secondary Education Teacher Work Sample

Transcription

M.A.T.
Secondary Education
Teacher Work Sample
Explanations and Rubrics
The GC&SU M.A.T. Teacher Work Sample:
Overview, Instructions, Prompts, and Scoring Rubrics
What is a teacher work sample (TWS)?
It is very important that your Mentor Leaders be able to see that you can meet the GSTEP
standards for new teachers. The problem is that it can be hard to tell if you meet all the standards
if we only get to see you teach a few times. Another problem is that we usually only get to see
one small part of a much larger unit or investigation. Furthermore, we can’t see the planning that
went into your unit, what was going on in your mind as you led the class, and so on. So what a
TWS does is make all that explicit and visible. It is focused on ONE CLASS for ONE UNIT OR
INVESTIGATION. Basically, it looks like this…
First you prepare by writing these sections:
Section 1: A detailed description of the students in the class you will be teaching and how their
interests, needs, etc. influenced your planning and teaching. This is called the “Contextual
Information and Learning Environment” section.
Section 2: Detailed UNIT PLAN-with daily LESSON PLANS using the UBD Template.
Section 3: An Assessment Rationale for why you made the decisions you did as you planned.
Next you carry out the unit, and as you do, you complete the following sections:
Section 4: Daily Implementation Notes (You also modify the LESSON PLANS and Assessment
Plan as necessary as you go along.)
Once it is all over, you look back on everything and write the following sections:
Section 5: Analysis of Learning Results
Section 6: Reflection on Teaching and Learning
Section 7: Plan for Professional Development
Individuals who have completed these TWS’s in the past have said that this project truly helped
them to clarify what they were doing in their classrooms and why. The activities we ask you to
do for this TWS may sometimes seem odd, but in truth, high quality, experienced teachers carry
out some or all of the parts of a TWS on a regular basis just as a matter of course. And teachers
who are attempting to complete National Board Certification (NBPTS) also create documents
very similar to these as part of that process.
Some EXTREMELY IMPORTANT Notes:
a. The text of this document should be in 12 point “Times New Roman” font, single-spaced,
and with normal margins. Skip one space between paragraphs.
b. The font for charts can be sized to fit, but do not go smaller than 9 point font. Tables in
Livetext can be tricky, so don’t hesitate to ask for help, and definitely don’t put charts off
until the last minute.
c. Pseudonyms must be used for all students. (Only give them first names). Any student
work included in the packet must have the name covered.
d. The finished Work Sample should be in Livetext with the title “MAT Teacher Work
Sample.” Do not put it in as an attachment, but either type it directly into Livetext or cut
and paste sections in. Within the document, create a tab for each section and a subsection within each tab for those sections that have multiple parts. A template has been
provided that you can fill in by making a copy and re-naming it.
e. As you work on each section, pay careful attention to how it will be assessed. Refer to the
standards and the assessment rubric regularly.
f. Some sections of the TWS require samples of student work and samples of your
handouts, etc. You can provide these to us either in a separate, hardcopy notebook or you
can scan them into your computer and include them in the appropriate section as
attachments. Usually we ask you not to put things into Livetext as attachments, but this is
an exception.
Section 1: Contextual Information and Learning Environment (Due Saturday, February
12, 2011)
As you write this section, keep in mind that you are trying to prove to us that you meet the
following GSTEP standards:
GA-GSTEP.2.D
> understand how factors in environments inside and outside of school
may influence students’ lives and learning.
GA-GSTEP.2.E
> are informed about and adapt their work based on students’ stages of
development, multiple intelligences, learning styles, and areas of exceptionality.
GA-GSTEP.3.E
> to develop strategies for organizing and supporting student learning.
IN ADDITION TO THE DIGITAL TWS DOCUMENTS, ALSO CREATE A
TWS BINDER FOR THE CLASS YOU SELECTED TO DO THE TWS
UNIT. CREATE A “STUDENT RECORDS” SECTION AND INCLUDE
HARD COPIES OF TWS ASSIGNMENTS IN THIS NOTEBOOK.
The question you are focusing upon in this section is, “What are some of the important
characteristics of your students and your classroom?” Your description must include (but is not
limited to) these factors:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
number of students in the class
ethnic/ cultural makeup
age/ developmental level
gender
socio-economic profile
students’ interests/ what motivates them*
learning styles preferences*
“Multiple Intelligences” strengths*
students with special needs
how this group of students compares to the population of the school as a whole
*You may need to assess students through the use of questionnaires, etc. to get this type of
information.
Write one paragraph for each of the above contextual factors. In this paragraph, you may…
• describe the factor either in a general way (“12 girls and 14 boys”),
• describe the factor through a discussion of subgroups (There are three Hispanic
students in the class. David speaks English rather well, but Nomar and Theresa
are struggling.”),
• describe the factor through individuals (“Jessica almost always finishes her
assignments well before anyone else does”).
• or through some combination of these (“The majority of the class is particularly
strong in interpersonal intelligence and kinesthetic intelligence. Marcus and
LaKesha, however, are not strong in these areas but are very much logicalmathematical oriented.”)
•
Label each paragraph with a heading like “gender” (or whatever)
Then, in the same paragraph, explain how each of these factors influenced how you designed
your UNIT in the first place or influenced how you modified it or influenced how that factor
influences how you teach/have taught this particular this particular group of students during
the internship. If any given factor did not influence you, a rationale for this must be stated and
supported. As you consider the kinds of modifications you make, think about how you set goals,
group students, provide extra assistance, assess learning, choose activities or topics, set up the
classroom, etc.
Suggested total page length: 3 pages
Section 2: Instructional Design and Implementation (Due Saturday, February 26, 2011)
As you write this section, keep in mind that you will be assessed according to how well you meet
the following standards:
GA-GSTEP.1.F
> interpret and construct school curriculum that reflects state and national
content area standards.
GA-GSTEP.4.B
> use pre-assessment data to select or design clear, significant, varied and
appropriate student learning goals.
GA-GSTEP.4.C
> choose, develop, and use classroom-based assessment methods
appropriate for instructional decisions.
GA-GSTEP.4.D
> involve learners in self-assessment, helping them become aware of their
strengths and needs and encouraging them to set personal goals for learning.
GA-GSTEP.5.C
> understand and use a variety of instructional strategies appropriately to
maintain student engagement and support the learning of all students.
GA-GSTEP.5.E
> vary their roles in the instructional process (e.g. instructor, facilitator,
coach, audience) in relation to the content and purposes of instruction and the needs of students.
GA-GSTEP.5.F
> use appropriate resources, materials, and technology to enhance
instruction for diverse learners.
FOR THIS SECTION, YOU MUST CREATE A 15-25 QUESTION FORMATIVE
ASSESSMENT. A COMBINATION OF HIGHER AND LOWER-ORDER QUESTIONS
SHOULD BE REPRESENTED IN THE ASSESSMENT.
Part A: Pre-test Analysis
In this section you should answer the following questions:
• What did you learn about your class in general through the pre-test?
• Choose a few interesting individuals or sub-groups. What did you learn about them
through the pre-test (be specific)?
• How do you plan to modify your UNIT PLAN based on what you learned?
Suggested page length: 1-2 pages.
Part B: LESSON PLANS using UbD LESSON PLAN TEMPLATE
Insert the modified versions of your lesson plans here. They will be the versions you created
after the pre-test. You will surely modify as you go along. Write those modifications on the
lesson plans. Fill in as much of the UbD lesson plan template as possible.
Include up to, but not more than, ten pages of handouts, rubrics, etc. Include these as
attachments to this section or in a separate notebook. You may want to include just the first page
or two of a handout to give your readers a feel for what it is. If you used a Power Point,
WebQuest, etc. you could attach that here.
Suggested page length: However long you need to make the plans very detailed
Part C: Table
Summarize your UNIT’S ESSENTIAL QUESTIONS in the form of a table. It should look like
this:
ESSENTIAL
Which day(s) will
Through which
How will you assess
QUESTIONS
the students work on activities will
this EQ?
this EQ’s
students master this
EQ
Formats for formative/summative assessments = practice test or quiz (multiple choice/ TF, short
answer, matching), essay drafts, “muddiest point,” games, performances/role playing,
observation notes, reviews, open-ended questions or problems, drafts of projects or products
Part D: Reflection on Instructional Design
1.
2.
3.
4.
How does this unit fit into what your students have done so far this semester?
Exactly how does this lesson address GPS standards?
How do various activities address multiple intelligences and/or various learning styles?
About what percentage of the time will be teacher-centered and what percentage will be
learner-centered?
5. What opportunities have you provided to ensure that students assume responsibility for
their own learning? What opportunities have you given them to make real choices?
6. What opportunities have you provided to ensure that students have a chance to engage in
critical thinking and problem solving?
7. To what extent would you say that this UNIT demonstrates that you hold high
expectations for all your students?
8. What instructional resources are you using? What makes them especially appropriate for
these students? Why did you use them? To what extent are you encouraging students to
find their own resources?
9. How is this unit related to the students’ personal interests?
10. What technology related tools are you using?
11. What do you hope students will gain from the student self-assessment?
Suggested page length: 3-4 pages.
Section 3: Assessment Rationale (Due Saturday, February 26th)
This section focuses on the following GSTEP standard:
GA-GSTEP.4.A
> understand measurement theory and the characteristics, uses, and issues
of different types of assessment.
As you look at the assessments you have designed and listed in Section 2C, answer the following
questions:
1. How are your assessments particularly appropriate to your objectives? Are you confident
that each assessment truly matches the objective it was meant to measure?
2. How will the assessments you have chosen allow you to modify instruction as you go
along? What are some unsatisfactory results you can imagine happening, and what would
you do about them?
3. What kinds of opportunities have you given students to assess themselves in order to
become aware of their strengths or needs or to help them set goals?
Suggested length: 1-2 pages
Section 4: Daily Implementation Notes (Due any time before Saturday, March 26th)
As you write this section, keep in mind that you are trying to prove to us that you meet a number
of GSTEP standards, but especially:
GA-GSTEP.5.C
> understand and use a variety of instructional strategies appropriately to
maintain student engagement and support the learning of all students.
GA-GSTEP.5.E
> vary their roles in the instructional process (e.g. instructor, facilitator,
coach, audience) in relation to the content and purposes of instruction and the needs of students.
GA-GSTEP.5.F
> use appropriate resources, materials, and technology to enhance
instruction for diverse learners.
Part 1:
Every day after teaching class, answer all of the following questions. Occasionally some may not
apply. If so, leave them blank.
1. How did you use multiple explanations or representations today so that students had more
than one chance to “get it”?
2. How did you link today’s content to students’ prior knowledge?
3. How did the students do today? Who is struggling and with what? How do you know?
What are you going to do about it?
4. To what extent did the class function as a true learning community today? If students did
not work together well, what are you going to do about it?
5. What roles did you play today? How did you do? What could you have done better?
6. Did anything unexpected occur? How did you handle it?
Part 2: PLAN ON ACQUIRING SOME TYPE OF VIDEO RECORDING DEVICE TO
DO THE FOLLOWING REQUIRED ACTIVITY (Video equipment is available from one
of the Macon Mentor Leaders, the Macon Public Library, or your specific school).
Video notes (see Student Teaching Handbook for additional details on videotaping)
As you watch the videotape that you shot during the teaching of this unit, answer the following
questions:
1. What did you learn from watching yourself on tape that you did not know previously?
2. What do you feel the tape reveals in terms of things you need to work on/improve?
3. What strengths do you see revealed in the tape?
Section 5: Analysis of Learning Results (Due Wednesday, April 13th)
GSTEP Standards:
GA-GSTEP.4.C
> choose, develop, and use classroom-based assessment methods
appropriate for instructional decisions.
GA-GSTEP.4.D
> involve learners in self-assessment, helping them become aware of their
strengths and needs and encouraging them to set personal goals for learning.
Part A: Tables
Calculate each student’s learning gain using the following formula:
(% correct on post-test) – (% correct on pre-test)
100 - (% correct on pre-test)
So if a student made a 90 on the post-test and a 40 on the pre-test it would look like this:
90-40
100-40
50
= 60
= .83 That is an 83% learning gain. Great!
What does this mean? What you are really looking at is comparing what the student actually
gained to what he or she potentially could have gained. This student got 40% right on the pre-test
because she apparently already knew 40% of the material. That leaves 60% of the material left
for her to learn; she has the potential to learn 60% more. Did she actually learn 60% more? No.
She gained 50 percentage points out of a possible 60 percentage points. When you compare these
two numbers, you find that she learned 83% of what she had the potential to learn. Not bad!
Sometimes students might do worse on the post-test and have a negative number. Once you have
all the gain scores, you can then average the gain scores of all the students to get a “Group
Average Gain.”
Calculate the learning gain for every student and the “Group Average Gain” and then put it in
chart form like this:
Learning Gain Table
Student #
pre-test
1
40
2
30
3
70
Group Average Gain =
post-test gain
90
40
60
.26
.83
.14
-.33
Next, consider each of your ESSENTIAL QUESTIONS individually:
What did you learn from your analysis about the extent to which students did or did not master
your EQ’s ? What constitutes mastery? For example, if one of your EQ’s was “how are literary
devices used in literature?” then “mastery” might mean that they had to explain correctly in an
essay or performance assessment the answer to the EQ.
ESSENTIAL QUESTION
How were the five literary devices present
in the story?
What is in iambic pentameter or trochaic
tetrameter?
% of students who mastered
82%
64%
Part B: Analysis of Tables
Analyze the scores from your two tables by answering the following questions:
1. Overall, how do you feel about the results of the gain scores? Of the EQ mastery scores?
How do you explain them?
2. Choose a few students who had especially high or low gain scores and analyze what
happened there. How do you account for their scores?
3. Was the amount of time allotted for this unit sufficient to meet all your EQ’s?
Part C: Analysis of CAT and SSA
1. Summarize the results of your Classroom Assessment Technique for us. Analyze these
results. What did you learn from it? Did you get the type of feedback you hoped you
would get? What will you change in the future based on this information?
2. Summarize the results of the Student Self-Assessment you administered. What did you
learn from it? What do you think your students got out of it? How successful were
students in setting goals for themselves?
Suggested length: 1-2 pages plus copies of the work of the two selected students
Section 6: Reflection on Teaching and Learning (Due Wednesday, April 13th)
GA-GSTEP.6.D
practice.
> systematically reflect on teaching and learning to improve their own
Here is your chance to reflect upon this whole process. Here are some questions to get you
started:
1. What did you learn about teaching from doing this TWS? What parts of it would you do
again as a practicing teacher?
2. What did you learn about yourself in this process? Did it change you as a teacher?
3. What was hard for you? What was particularly enjoyable? What did you feel well
prepared for and not well prepared for?
Suggested length: 1-2 pages
Section 7: Plan for Professional Development (Due Wednesday, April 13th)
GA-GSTEP.6.D
practice.
> systematically reflect on teaching and learning to improve their own
Now that you have reflected on the process of writing this Teacher Work Sample and have
completed your Student Teaching Internship, what do you plan to do this summer to better
prepare you for next year? Here are some questions to get you started:
1. What areas in your content do you feel you especially need to work on? How are you
going to work on those? Are you planning to attend any conferences or workshops this
summer? What books and other resources are you going to turn to?
2. What areas in your teaching practice do you feel you especially need to work on? How
are you going to work on those? Are you planning to attend any conferences or
workshops this summer? What books and other resources are you going to turn to?
3. What kind of planning are you going to do in preparation for fall teaching?
4. What are your more future plans for professional development? What do you vow to do
over the next year or two? How about five years down the road?
OR
If you are not planning to continue in teaching, explain what you are thinking of doing instead
and how you are going to prepare for that. What helped you make the decision that teaching is
not for you right now?
MAT CORE COURSE EDFS 6466
CRITERIA
SECTION 1:
Contextual
Information and
Learning
Environment
CULTURALLY
RESPONSIVE
CLASSROOM
GSTEP: 2.2, 2.3,
3.5
LEARNING
STYLES,
MULTIPLE
INTELLIGENCES,
EXCEPTIONALITY
GSTEP: 2.2, 2.5
ENVIRONMENTAL
FACTORS
GSTEP: 2.4, 3.5,
3.6
SECTION 2:
Instructional
Design and
Implementation
UNIT PRETEST
GSTEP: 4.1, 4.3,
PRETEST
ANALYSIS
GSTEP: 4.2, 4.8
STANDARDSBASED
INSTRUCTION
GSTEP: 1.6
BACKWARDS
DESIGN
GSTEP: 5.2, 5.3
EXEMPLARY
(10)
TEACHER WORK SAMPLE SCORING GUIDE
MEETS
(8)
EMERGING
(5)
NOT
EVIDENT
(0)
Diversity issues are
clearly described with
appropriate discussion
and linkage to
theory/education
research. Strong
explanation of how
these factors influenced
the planning and
teaching of the unit
Issues of stages of
development, multiple
intelligences, learning
styles, and
exceptionalities are
extended discussion of
how these factors
influenced the planning
and teaching of the unit
Community and school
considerations are
explicit (data provided)
discussion of how these
factors influenced the
planning and teaching
of the unit
a basic discussion of
how these factors
influenced planning
described but include
little or no discussion
of how these factors
influenced planning
There is little or no
evidence of
understanding the
importance of diversity
issues to create a
culturally responsive
classroom.
Issues of stages of
styles, and
described with
discussion of how these
factors influenced the
planning and teaching
of the unit
considerations are
appropriate discussion
influenced planning
and teaching of the
unit.
Issues of stages of
styles, and
described but include
little or no discussion
influenced the planning
considerations are
described but little or
no discussion is
included of how that
impacts the unit or
student learning.
No discussion of issues
of stages of
styles, or
exceptionalities was
evident in the unit.
Your unit pretest
represents a strong
sample of learning
outcomes that measure
a balance of lower
order to higher order
thinking and content
skills
Explicitly describes
how results of pretest
will be used to modify
instruction
Your unit pretest is a
sample of learning
outcomes and skills;
lower order questions
and higher order
thinking are
represented; content
skills are included
Basic description of
how pretest results will
be used to modify
instruction
No pretest or pretest is
not aligned with
learning outcomes
GPS used; identified on
unit plan and in stage 1UBD for each daily
lesson in unit. Essential
questions clearly
connected to standards.
Unit is exemplary
example of UBD
format –backwards
design
GPS used; identified in
stage 1 –UBD on each
daily lesson plan.
Essential questions are
present.
The unit pretest is a
sample of unit learning
outcomes but most
questions are
measuring lower order
thinking (recall). No
content skill included
on pretest
Infers that unit will be
modified as a result of
pretest scores but lacks
details on how this will
occur in unit
GPS used but some
standards not relevant
to unit content; weak
examples of essential
questions
Unit attempts to be
based on UBDbackwards design but
lacks cohesion
No evidence of
planning using the
UBD format
Unit is a functional,
basic example of UBDbackwards design
No discussion of school
or community
considerations was
evident in the unit.
No modification of the
unit based on results of
pretest is described
No GPS used.
INSTRUCTIONAL
STRATEGIES
GSTEP: 5.3
RESOURCES and
TECHNOLOGY
GSTEP: 5.6
Your unit provides
strong evidence of the
use of variety of
instructional strategies
The resources and
technology utilized in
this unit clearly
contributed to student
learning.
You play a variety of
roles creating a strong
balance between
student-centered and
teacher -centered
instruction
Thorough and well
justified responses to
question prompts in this
section Part D
Your unit provides
basic evidence of the
use of variety of
The resources and
technology used in the
unit enhanced the
lesson for most learners
Your unit provides
weak evidence of the
use of variety of
The resources and
technology used in unit
had little impact on
student learning
No evidence of attempt
at using instructional
strategies to engage
learners
No resources or
technology used in the
unit
You play a variety of
roles creating a nice
balance between
student-centered and
teacher -centered
instruction
Adequate responses to
question prompts in this
section Part D
You do vary your roles,
but the classroom still
remains relatively
teacher-centered
There is no clear
evidence that you vary
the role you play in this
lesson
Minimal responses to
the question prompts in
section Part D
No evidence of
reflection
You masterfully used a
variety of formative
and summative, formal
and informal
assessments that
allowed you to measure
unit outcomes (UBDstage 1)
You powerfully
involved learners in
self-assessment helping
them become aware of
their strengths and
needs.
Adequately used a
variety of formative
and summative, formal
and informal
assessments that
allowed you to measure
unit outcomes (UBDstage 1)
You adequately
involved learners in
self-assessment helping
them become aware of
their strengths and
needs
You either didn't use a
variety of assessments
or the assessments you
used weren't a clear
match to learning
outcomes
No assessment plan
evident
You involve students in
a self-assessment, but it
is unlikely to provide
much useful data on
strengths or needs
No self assessment
evident
Thorough and relevant
responses to reflective
prompts in Part 1 for
each day unit is taught
Basic responses to
reflective prompts in
part 1 for each day unit
is taught
Not much reflection;
missing several days of
responses
No responses to
prompts in Part 1
VARYING ROLES
GSTEP: 5.5
REFLECTION ON
INSTRUCTIONAL
DESIGN
GSTEP: 5.1, 6.4
SECTION 3
Assessment
Rationale
ASSESSMENT
PLAN
GSTEP: 4.1, 4.3,
4.8
STUDENT SELFASSESSMENT
GSTEP: 4.4
SECTION 4
Daily
Implementation
Notes
DAILY NOTES
GSTEP 6.4
VIDEO ANALYSIS
Videotapes 2 or more
lesson segments and
provides deep and
meaningful responses
to Part 2 questions
Videotapes 2 lesson
segments and responds
to questions in Part 2
Video tapes 1 lesson
segment; weak
responses to questions
in Part 2
No video analysis
evident
Learning gain and
essential
questions/skills tables
were properly
constructed and clearly
portrayed data
Learning gain and
essential
were properly
constructed and
adequately portrayed
data
Learning gain and
essential
were constructed but
are hard to understand
and/or missing data
no tables provided
Powerful analysis of
tabular data, in depth
discussion of results
and what you learned
from the results of both
tables; thorough
responses to prompts in
part B and C
Adequate analysis of
both tables; appropriate
responses to the
prompts in part B and C
Meager evidence of
analysis of tabular data;
minimal responses to
the prompts in part B
and C
No analysis of table
evident
There is strong and
convincing evidence
that you have reflected
on your teaching and
your students' learning
to improve your
practice.
There is adequate
evidence that you have
reflected on your
teaching and your
students' learning to
improve your practice.
There is evidence that
you have reflected on
your teaching and your
students' learning to
improve your practice.
No evidence of
reflection
Future professional
goals are clear and
relevant; responses to
prompts indicate deep
thinking
Future professional
goals are evident;
responses to section
prompts adequate
Future goals are
unclear; responses to
prompts are minimal
No responses to
prompts in this section
SECTION 5
Analysis of
Learning Results
Learning Gain
Table and
Essential
Questions/Skills
Tables
GSTEP: 4.6
ANALYSIS OF
TABLES
GSTEP: 4.8, 6.4
SECTION 6
Reflection on
Teaching and
Learning
REFLECTION ON
THE WHOLE
PROCESS
GSTEP: 6.4
SECTION 7
Plan for
Professional
Development
PROFESSIONAL
GOALS
GSTEP: 6.1, 6.2,
6.5, 6.7, 6.8

M.A.T. Secondary Education Teacher Work Sample

Transcription

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